Title II, Part A: Supporting Effective Instruction

Size: px
Start display at page:

Download "Title II, Part A: Supporting Effective Instruction"

Transcription

1 Title II, Part A: Supporting Effective Instruction A. Title II, Part A: Supporting Effective Instruction 1. Use of Funds (ESEA section 2101(d)(2)(A) and (D)): Describe how the State educational agency will use Title II, Part A funds received under Title II, Part A for State-level activities described in section 2101(c), including how the activities are expected to improve student achievement. The Minnesota Department of Education (MDE) will use Title II, Part A funds for administration (not more than 1 percent of the amount allotted to the state) and for specific state activities designed to support improvements in teaching and learning. Research has regularly shown that the number one school-based factor impacting student achievement is the overall quality of the teacher in the classroom, followed closely by the quality of the school principal. Consequently, Minnesota will pursue state activities designed to support local educational agencies (LEAs) districts, charters, intermediate districts, education cooperatives to develop, support and improve our teacher and principal educator workforce. State activity funds will be used to provide professional development, technical assistance, guidance, examples, and other forms of support for local educational agencies in a variety of areas. Assistance to LEAs to improve the design and implementation of principal and teacher development and evaluation systems. Assistance to LEAs to improve the design and implementation of career advancement or teacher leadership opportunities that include but would not be limited to instructional coaching, mentoring and program leadership. Assistance to LEAs to improve the design and implementation of performance-based alternative compensation models, and teacher recruitment and retention strategies. Assistance to LEAs to improve the design and implementation of induction and mentoring programs and high-quality professional development programs through Minnesota s staff development requirements. Overall, providing training, technical assistance, and capacity building to local education agencies that receive Title II, Part A funds. Assistance to LEAs that will enable elementary school principals to identity and connect with all the community-based early childhood programs to allow for intentional transition strategies to be implemented. The state activities listed above align well with Minnesota s Alternative Teacher Professional Pay System (ATPPS, commonly known as Q Comp). ATPPS is an optional teacher effectiveness program in which over half of LEAs in the state participate. ATPPS requires LEAs to establish formal teacher leadership structures, job-embedded professional learning opportunities, teacher evaluation systems based on classroom observations and student outcomes, and performance-based compensation systems. Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 1

2 Minnesota will also reserve 3 percent of the amount reserved for subgrants to local education agencies to provide principal networks, communities of practice and other professional development and technical assistance activities focusing on instructional leadership and equity. Assistance may include support for LEAs to develop and implement a high-quality professional development programs for principals that enable principals to be effective and prepare all students meet challenging state academic standards. The nature of Minnesota s educator effectiveness work is to create professional learning systems where teachers and principals continuously improve their practices which, in turn, leads to improved student outcomes. LEAs with strong professional learning systems that utilize high-quality performance evaluations that include student outcome measures will be better able to meet student needs. Consequently, Minnesota s use of Title II funds will focus on supporting LEAs to improve professional learning conditions in their system. 2. Use of Funds to Improve Equitable Access to Teachers in Title I, Part A Schools (ESEA section 2101(d)(2)(E)): If an SEA plans to use Title II, Part A funds to improve equitable access to effective teachers, consistent with ESEA section 1111(g)(1)(B), describe how such funds will be used for this purpose. An option under Minnesota s Alternative Teacher Professional Pay System (ATPPS, commonly known as Q Comp) is to use ATPPS revenue to establish hiring bonuses, to incentivize teachers to gain additional certification, or to fund grow-your-own programs in order to address teacher shortage issues. These state funds could be leveraged to improve equitable access to effective and diverse teachers. MDE staff supporting the ATPPS program with state Title II, Part A dollars will support participating LEAs to make use of this option under that program. 3. System of Certification and Licensing (ESEA section 2101(d)(2)(B)): Describe the State s system of certification and licensing of teachers, principals, or other school leaders. Minnesota s system of licensing of teachers, principals or other school leaders is outlined in Minnesota Statute and Administrative Rule. The Professional Educator Licensing and Standards Board (PELSB) is responsible for licensing teachers and the Board of School Administrators (BOSA) is responsible for licensing principals and other school leaders. The statutes relating to teacher and other educators is found in Chapter 122A. The administrative rules for teachers are found in Administrative Rule Chapter 8710 and the rules for principals and other school leaders are found in Chapter Legislation passed in May 2017 created the Professional Educator Licensing and Standards Board (PELSB) to oversee and implement teacher licensing for the state of Minnesota. This legislation consolidates the current responsibilities carried out by two state agencies, the Minnesota Department of Education and the Minnesota Board of Teaching. Consolidation is effective January 1, PELSB will be responsible for: (1) developing the teacher s code of ethics; (2) adopting rules to license public school teachers; (3) adopting rules for and approving teacher preparation programs; (4) issuing or denying license applications; (5) suspending, revoking, or denying a license based on qualifying grounds; and, (6) verifying of district and charter school licensure compliance. Beginning July 1, 2018, PELSB will implement a new tiered licensure system which provides different pathways to licensure. The legislation passed that created PELSB did not change the duties or the licensing structure of the Board of School Administrators (BOSA). BOSA duties include: (1) licensing of Minnesota school administrators; (2) Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 2

3 processing requests for licensure variance; (3) reviewing and approving preparation programs for school administrators and alternative programs for administrators; (4) processing requests for issuing continuing educational units (CEUs or clock hours) for educational administrative professional development; (5) enforcing and advising school administrators in the code of ethics covering standards of professional practice; and, (6) proposing rulemaking. BOSA contracts with PELSB to process and issue licensures and licensure compliance. Minnesota approved teacher preparation programs have general requirements including: field-specific teaching methods, at least 12 weeks of student teaching, human relations coursework, pedagogy training, reading strategies, technology strategies, supporting English learners and field experience prior to student teaching. In addition to these general requirements, teachers must meet content-specific standards as well as pass related testing requirements including: content tests, pedagogy tests and basic skills exams. 4. Improving Skills of Educators (ESEA section 2101(d)(2)(J)): Describe how the SEA will improve the skills of teachers, principals, or other school leaders in order to enable them to identify students with specific learning needs, particularly children with disabilities, English learners, students who are gifted and talented, and students with low literacy levels, and provide instruction based on the needs of such students. The Minnesota Department of Education (MDE) provides a variety of services to improve the skills of teachers, principals and other school leaders. The following summaries highlight a few of the many ways in which MDE works with educators. For more information about these and other supports for schools, visit the Minnesota Department of Education website. Special Education The Special Education Division and the Early Childhood Special Education Team at the Minnesota Department of Education provide ongoing robust professional development in special education through multiple activities. Team members support professional development for directors of special education through quarterly directors forums which provide information on best and emerging practices in supporting students with disabilities. Staff help support emerging leadership among special education directors, to ensure skills in special education best practices are addressed. The Special Education Division has a federal State Personnel Development Grant (SPDG) to support our State Systemic Improvement Plan (SSIP) implementation work. This work includes exploring and selecting an evidence-based practice, training school staff in the practice, and measuring the extent to which the practice is implemented, to systematically include identifying the needs of students related to learning and other factors linked to increased graduation rates for black and American Indian students with disabilities (e.g., attendance and credit accrual). The quality of training and coaching, the fidelity of implementation, and student outcomes are systematically evaluated with tools and metrics from the federal Office of Special Education Programs (OSEP), as is fidelity of implementation and student outcomes. Staff provides support and professional development for educators through multiple activities, including direct face-to-face instruction, webinar series, support for statewide and regional communities of practice of special educators, information dissemination through listservs, wikis, and other digital modalities, and a regional comprehensive system of professional development which supports access to professional development in all regions of the state specific to supports students with disabilities. Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 3

4 In addition, staff works to implement and scale-up evidence-based practices in identifying the learning needs of students with disabilities, including person-centered planning, preparation for competitive and integrated employment, and protocols for reintegration of students with disabilities returning to their school districts from correctional facilities. In addition, staff is working in innovative areas, including the identification of students with specific learning needs, and the provision of specialized instruction, accommodations and related services to students with disabilities in online learning programs. Through the federal SPDG, staff is also coordinating professional development in school districts for early identification of Autism Spectrum Disorder (ASD) and early identification of developmental learning needs. Finally, special education staff sponsors a weeklong literacy camp each year which teaches strategies to support literacy access for struggling readers to Minnesota educators who become mentors and coaches in their local education agency. Staff also provides support for Strategic Instruction Model (SIM) instruction for teachers of students who are deaf/hard of hearing, as these students have unique needs in developing literacy and language. English Learners English learner (EL) staff at the MDE partners with stakeholders to improve the skills of teachers and principals in identifying and providing instruction based on the strengths and needs of English learners across the continuum of English language proficiency levels. EL staff works with stakeholders to provide technical assistance, education conferences, training sessions, meetings and online content to develop the capacity of school and district staff to use asset-based frameworks to provide instruction and support that acknowledges and builds on the linguistic and cultural strengths of English learners. Additionally, the Minnesota Learning English for Academic Proficiency and Success Act (LEAPS) is a state law that provides an assurance that all Minnesota teachers and administrators possess the knowledge and skills needed to provide appropriate instruction to ELs to support and accelerate ELs in academic literacy, including oral academic language, and achievement in content areas in a regular classroom setting. MDE English learner staff partners with a variety of organizations to create support opportunities for teachers and school leaders. Examples are as follows: MDE staff partners with Minnesota Teachers of English to Speakers of Other Languages (MinneTESOL) in carrying out the Minnesota English Learner Education Conference attended by over 1,200 educators and administrators each year and featuring nationally known speakers and local experts sharing examples of how to celebrate the strengths and meet the needs of all ELs across the state and the region. MDE staff partners with service cooperatives around the state to offer sessions that include a focus on supporting the needs of English learners enrolled in Title I, II and III programs. MDE staff partners with the Minnesota Association of Administrators of State and Federal Education Programs (MAASFEP) to offer sessions for educators and administrators in meeting the needs of ELs MDE staff partners with institutes of higher education to develop publically available online modules that lift up the linguistic and cultural strengths of students with limited and interrupted formal education (SLIFE), while proving practical strategies for identifying such students and better meeting their instructional needs. MDE staff collaborates with school and district leaders to provide continuing education opportunities that focus on recognizing the talents and meeting the needs of all ELs. These sessions are regularly Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 4

5 offered at conferences and events sponsored by Minnesota ASCD, the Minnesota Association of Secondary School Principals (MASSP), and the Minnesota Elementary School Principals Association. MDE and WIDA staff offer numerous workshops and archived webinars to teachers and administrators on how they can use the Minnesota/WIDA English Language Development (ELD) Standards Framework to provide instruction based on the strengths and needs of ELs in pre-k through grade 12. MDE Early Learning Services Division staff is specifically working with WIDA Early Years staff to illustrate the connections between the revised and expanded Early Childhood Indicators of Progress: Minnesota s Early Learning Standards and the WIDA Early English Language Development Standards. In addition, MDE will contract with WIDA to provide additional training to our original WIDA Early Years Trainer Cohort and new trainers. This training expands the number and type of training available to early care and education teachers that introduces them to the WIDA core values, mission and approaches to supporting, instructing and assessing dual language learners (DLLs) as well as partnering with families. MDE staff works with higher education, community partners, the Minnesota Association of School Administrators (MASA), and Infinitec to produce and publish a series of six two-hour videos to assist superintendents and their staff in meeting the needs of all English learners. MDE staff has partnered with the Equity Alliance of Minnesota (formerly EMID), the Minnesota Education Equity Partnership (MNEEP) and district staff to offer the EL Leadership Summit, and education conference designed to support district and school leaders to better identify the strengths and meet the needs of all English learners. Gifted and Talented MDE provides numerous professional development opportunities for educators and school leaders that build capacity to recognize and respond to the needs of gifted, talented and highly able learners. In addition to providing technical assistance via technology, MDE offers these opportunities: An annual two-day workshop for gifted education coordinators and specialists provides a review of legislation and best practices in the areas of identification of students for services, program models, affective needs and instructional strategies. An annual one-day workshop on the identification of traditionally under-represented students for gifted programs. Various one-day workshops at the department and at education cooperatives focus on specific areas of interest (e.g. reporting updates, school policy creation, acceleration of instruction, self-regulation, and twice-exceptional learners (gifted and special education). An annual four-day summer symposium provides an opportunity for educators, counselors, administrators and parents to gain greater understanding of the unique needs of gifted and highpotential learners. Participants attend in-depth sessions focusing on foundational knowledge, creativity, instructional strategies, affective needs, and specific content areas. Quarterly network meetings for providers of full-time programs for gifted learners. The Minnesota Department of Education is also the recipient of a three-year Javits Grant from the U.S. Department of Education. Our grant, Project North Star intends to elevate identification and systems of support for underserved gifted learners by training teachers, school leaders, and families/communities. The project provides free, relevant professional development modules for teachers and administrators created by nationally renowned experts; as well as free educational, family, and community resources of lasting value. Selection criteria for pilot schools includes rural location, high poverty rate, high American Indian population and strong school leadership. Materials created by the grant will be housed on the department website and available to all. Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 5

6 Early Learning The Division of Early Learning Services works to support the planning, implementing and evaluating of a set of interlocking programs and supports across the first eight years of life designed to improve the social/emotional and cognitive outcomes of young, at-risk children living in communities throughout Minnesota. By doing so, district and community leadership/administration will have an expanded knowledge base that includes early childhood development and age-appropriate best practice in curriculum, instruction, assessment and use of data. In addition, authentic partnerships with families and communities will exist that will enhance the delivery of comprehensive services through a linked 0-8 early care and education system. Our division s focus is to work to build strong leadership, relationships and capacity necessary to engage districts and communities in a cycle of continuous improvement by: Enhancing state/regional system of P3 leadership and professional development. Expanding access to high-quality education, services and instructional time for all children. Strengthening and aligning instruction, assessment, and curriculum to pre-k through third grade standards. Identifying best practices for family and community engagement and create resources and guidance to support practice. Promoting strategies that will ensure the state has a highly skilled workforce to meet the staffing needs of early childhood programs. Using data to inform policy, planning, practice and professional development. Reading Literacy staff at MDE partners with statewide literacy organizations to provide guidance and professional development to educational leaders and educators to support identification and remediation of students with low literacy levels. MDE staff partners with the Minnesota Reading Association and the Minnesota Center for Reading Research to lead the Leadership in Reading Network (LiRN). The network includes schoolwide literacy coaches, district literacy coordinators, administrators and other Minnesota educators who support teachers and administrators in building capacity and developing literacy programs founded on researchbased best practices through a series of three daylong workshops and book club. MDE works in collaboration with the Minnesota Writing Project to provide professional development on the ELA standards, best practices, and research-based instructional strategies for K-12 teachers, literacy specialists, and administrators. Writing project teachers demonstrate lessons, share resources and provide networking opportunities to participants. MDE is a collaborator in Minnesota s Higher Education Literacy Partnership (HELP), a collaborative, multi-organizational effort designed to improve the educational experiences and reading proficiencies of Minnesota s students with dyslexia and other reading difficulties. HELP works to improve the reading performance of struggling readers through professional development that fosters high-quality teacher preparation throughout Minnesota s institutions of higher education through a Distinguished Scholar s Symposium and a summer book club. Minnesota districts are required to develop a local literacy plan to ensure that all students have achieved early reading proficiency by no later than the end of third grade. While plan development is left up to local control, MDE staff provides guidance to support districts plans for student identification, reporting, provision of intervention, and staff development. Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 6

7 The department is developing the Minnesota Standards Portal, an online resource designed to support districts development of standards-based educational systems to be implemented in This guidance and resources develop local capacity to build support structures, utilize processes for continuous improvement, guide curriculum development, and implement evidence-based practices. The Regional Centers of Excellence deploy reading specialists to work with the state s identified lowperforming schools. Specialists work with leadership to support continuous improvement processes, data and root cause analysis processes, provide literacy expertise, and address inequities. The department offers free e-learning opportunities to assist educators in unpacking Minnesota s English language arts standards and benchmarks. Department staff offers sessions on literacy at regional and state conferences throughout the year. Minnesota provides funding to ServeMinnesota for delivery of the Minnesota Reading Corps, a program that provides full- and part-time tutors to work with struggling readers on development of foundational skills in schools across the state. Regional Centers of Excellence As described in multiple responses in the Title I section of Minnesota s consolidated state plan, the Regional Centers of Excellence (RCE) provide on-the-ground support to identified schools and districts as part of our statewide system of support. Each Regional Center employs school advocates who are specialists in reading, math, English learners, special education, implementation, and equity. Each advocate has a colleague at MDE who is responsible for building the specialist capacity of the advocate so that schools receive consistent and aligned messages from both MDE and Regional Center personnel. Together, the specialist groups examine best practices in their field, discuss training and implementation, address challenges, and overall work to improve the skills of teachers and school leaders. 5. Data and Consultation (ESEA section 2101(d)(2)(K)): Describe how the State will use data and ongoing consultation as described in ESEA section 2101(d)(3) to continually update and improve the activities supported under Title II, Part A. Minnesota regularly consults with a variety of stakeholders across a number of initiatives. Specific to teacher and school leader effectiveness, stakeholder workgroups and advisory committees across the birth through grade 12 learning continuum have meaningfully consulted with MDE to: Design and pilot the state model for principal development and evaluation. Provide direction for the creation of tools supporting principals and principal supervisors. Design and pilot the state model for teacher development and evaluation. Make recommendations to the legislature to align Minnesota s alternative teacher professional pay system (ATPPS) and teacher development and evaluation requirements. Analyze equitable access data and recommend strategies to inform the Minnesota s equitable access plan. In addition to these formal and intentional consultations with stakeholders, MDE team members regularly solicit input from the schools they serve by collecting program evaluation data, surveying stakeholders, leading and participating in on-site technical assistance. We are proud of the relationships we have built with professional organizations representing teachers, school and district leaders, with regional service providers and with other stakeholder groups. From time to time, when Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 7

8 we are presented with a technical or adaptive challenge in the area of teacher and school leader effectiveness, we are able to pick up the phone and solve problems with our partners in the field and in the communities. MDE has a variety of cross-agency teams dedicated to supporting teachers and school leaders, pre-k through grade 12. One such team is the cross-agency implementation team (CAIT) whose primary focus is to provide cross-agency program support for our Regional Centers of Excellence. Another team is the academic success team, comprised of the directors of school support, academic standards and instructional effectiveness, early learning, accountability, federal programs and college and career success, who each report to the chief academic officer. The academic success team is focused on coordination and alignment of state activities described in this section and several other activities conducted in the state. 6. Teacher Preparation (ESEA section 2101(d)(2)(M)): Describe the actions the State may take to improve preparation programs and strengthen support for teachers, principals, or other school leaders based on the needs of the State, as identified by the SEA. Currently the Minnesota Board of Teaching and beginning January 1, 2018, the Professional Educator Licensing and Standards Board oversees, reviews and approves teacher preparation providers (referred to as units) and teacher preparation licensure programs (referred to as programs). Minnesota Rule lists the numerous categories a unit must show evidence of meeting. This process allows the state to provide direct feedback to units to direct them toward continuous improvement. Minnesota Rule describes the standards and process for new programs to become stateapproved and for current programs to move through the biennial renewal. This process focuses on a continuous improvement model where the programs share internal and external data and describe the process and results of their own analysis and discussions around this data. If any concerns arise in the review of data, a program review panel (made up of 13 stakeholders in teacher education) reviews the renewal application. Feedback from this review and subsequent board action is meant to provide direction to programs in the areas where they should focus their improvement efforts. The process also allows the state to place a program on an improvement focus or probationary status when concerns are evident. State legislation passed in 2015 (Minnesota Statutes, section 122A.09, subdivision 4) requires units to provide a set of data points collected for a public data summary report. The state has built an electronic data collection system meant to assist units in submitting these data. While the public data can have multiple uses for stakeholders, the board continues to advocate for using these data toward continuous improvement efforts within units and programs. The Minnesota Department of Education (MDE) also provides support for teachers, principals and other school leaders as described in greater detail in responses to previous questions in this section. MDE staff also supports a variety of educator effectiveness work in schools through development and evaluation systems. Minnesota law requires districts to develop and evaluate teachers and principals based on certain criteria, and MDE staff regularly provides consultation and technical assistance in the creation and implementation of evaluation systems. Understanding the crucial role principals play in directly and indirectly influencing student achievement, MDE provides resources and direction to principals and their supervisors for use in growthfocused principal development and evaluation, and for use in principals work as instructional leaders. Also, Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 8

9 Minnesota law provides funding for the Alternative Teacher Professional Pay System (ATPPS, commonly known as Q Comp ) which is an optional teacher effectiveness program in which over half of LEAs in the state participate. ATPPS requires LEAs to establish formal teacher leadership structures, job-embedded professional learning opportunities, teacher evaluation systems based on classroom observations and student outcomes, and performance pay. LEAs may also use ATPPS revenue to establish hiring bonuses, to incentivize teachers to gain additional certification, or to fund grow your own programs in order to address teacher shortage issues. State example models, professional development opportunities, tools and other resources are available for all of the above educator effectiveness efforts. Minnesota State ESSA Plan - Title II, Part A: Supporting Effective Instruction 9

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

State Improvement Plan for Perkins Indicators 6S1 and 6S2

State Improvement Plan for Perkins Indicators 6S1 and 6S2 State Improvement Plan for Perkins Indicators 6S1 and 6S2 Submitted by: Dr. JoAnn Simser State Director for Career and Technical Education Minnesota State Colleges and Universities St. Paul, Minnesota

More information

Every Student Succeeds Act: Building on Success in Tennessee. ESSA State Plan. Tennessee Department of Education December 19, 2016 Draft

Every Student Succeeds Act: Building on Success in Tennessee. ESSA State Plan. Tennessee Department of Education December 19, 2016 Draft Every Student Succeeds Act: Building on Success in Tennessee ESSA State Plan Tennessee Department of Education December 19, 2016 Draft Table of Contents INTRODUCTION... 1 TENNESSEE SUCCEEDS... 1 Ambitious

More information

Chapter 9 The Beginning Teacher Support Program

Chapter 9 The Beginning Teacher Support Program Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA)

Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA) Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA) To be submitted to the U.S. Department of Education in September 2017 IMPORTANT NOTE: This is an early draft prepared for

More information

Envision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals

Envision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Institutional Priority: Improve the front door experience Identify metrics appropriate to

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

Self Assessment. InTech Collegiate High School. Jason Stanger, Director 1787 Research Park Way North Logan, UT

Self Assessment. InTech Collegiate High School. Jason Stanger, Director 1787 Research Park Way North Logan, UT Jason Stanger, Director 1787 Research Park Way North Logan, UT 84341-5600 Document Generated On June 13, 2016 TABLE OF CONTENTS Introduction 1 Standard 1: Purpose and Direction 2 Standard 2: Governance

More information

Expanded Learning Time Expectations for Implementation

Expanded Learning Time Expectations for Implementation I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Summary In today s competitive global economy, our education system must prepare every student to be successful

More information

World s Best Workforce Plan

World s Best Workforce Plan 2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section

More information

Description of Program Report Codes Used in Expenditure of State Funds

Description of Program Report Codes Used in Expenditure of State Funds Program Report Codes (PRC) A program report code (PRC) is an accounting term and is used for the allocation and accounting of funds. The PRCs (allocations) may change from year to year depending on the

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on

More information

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklz

More information

Gifted & Talented. Dyslexia. Special Education. Updates. March 2015!

Gifted & Talented. Dyslexia. Special Education. Updates. March 2015! Gifted & Talented Dyslexia Special Education Updates Gifted & Talented Where Are We Now? Program of Services! Identification! Professional Development! Communication! GT Update Percent of Students in RISD

More information

Colorado s Unified Improvement Plan for Schools for Online UIP Report

Colorado s Unified Improvement Plan for Schools for Online UIP Report Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?

More information

LEAD AGENCY MEMORANDUM OF UNDERSTANDING

LEAD AGENCY MEMORANDUM OF UNDERSTANDING LEAD AGENCY MEMORANDUM OF UNDERSTANDING The Memorandum of Understanding (MOU) describes and confirms an Agreement between Lincoln Public Schools / Lincoln Community Learning Centers (CLC) and. The purpose

More information

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION

More information

SSTATE SYSIP STEMIC IMPROVEMENT PL A N APRIL 2016

SSTATE SYSIP STEMIC IMPROVEMENT PL A N APRIL 2016 SSIP S TATE S Y S TEM I C I M P R O V EM EN T PL A N APRIL 2016 CONTENTS Acronym List... 2 Executive Summary... 3 Infrastructure Development... 5 1(a) Specify improvements that will be made to the State

More information

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty-first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP-C-006 Policy Title:

More information

Program Guidebook. Endorsement Preparation Program, Educational Leadership

Program Guidebook. Endorsement Preparation Program, Educational Leadership Program Guidebook Endorsement Preparation Program, Educational Leadership The Endorsement Preparation Program in Educational Leadership is a competency-based degree program that prepares students at the

More information

Supply and Demand of Instructional School Personnel

Supply and Demand of Instructional School Personnel Supply and Demand of Instructional School Personnel Presentation to the 82 nd Annual Virginia Middle and High School Principals Conference and Exposition Mrs. Patty S. Pitts Assistant Superintendent of

More information

Implementing an Early Warning Intervention and Monitoring System to Keep Students On Track in the Middle Grades and High School

Implementing an Early Warning Intervention and Monitoring System to Keep Students On Track in the Middle Grades and High School Implementing an Early Warning Intervention and Monitoring System to Keep Students On Track in the Middle Grades and High School National High School Center Facilitator: Joseph Harris, Ph.D. Presenters:

More information

Denver Public Schools

Denver Public Schools 2017 Candidate Surveys Denver Public Schools Denver School Board District 4: Northeast DPS District 4 - Introduction School board elections offer community members the opportunity to reflect on the state

More information

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI) K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools

ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools The district requests an additional year to implement the previously approved turnaround option. Evidence

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

FRANKLIN D. CHAMBERS,

FRANKLIN D. CHAMBERS, CURRICULUM VITAE FRANKLIN D. CHAMBERS, Ph.D. EDUCATIONAL BACKGROUND Doctor of Philosophy: Organizational Communications Howard University, Washington, D.C. Masters Degree: Educational Administration Howard

More information

Local Control and Accountability Plan and Annual Update Template

Local Control and Accountability Plan and Annual Update Template Page 1 of 69 Introduction: LEA: Monroe Middle School Contact (Name, Title, Email, Phone Number): Dawnel Sonntag, Principal, dsonntag@campbellusd.org, (408) 341-7026 LCAP Year: 2015-2016 Local Control and

More information

Greetings, Ed Morris Executive Director Division of Adult and Career Education Los Angeles Unified School District

Greetings, Ed Morris Executive Director Division of Adult and Career Education Los Angeles Unified School District Greetings, The thesis of my presentation at this year s California Adult Education Administrators (CAEAA) Conference was that the imprecise and inconsistent nature of the statute authorizing adult education

More information

Statewide Strategic Plan for e-learning in California s Child Welfare Training System

Statewide Strategic Plan for e-learning in California s Child Welfare Training System Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,

More information

Basic Skills Plus. Legislation and Guidelines. Hope Opportunity Jobs

Basic Skills Plus. Legislation and Guidelines. Hope Opportunity Jobs Basic Skills Plus Legislation and Guidelines Hope Opportunity Jobs Page 2 of 7 Basic Skills Plus Legislation When the North Carolina General Assembly passed the 2010 budget bill, one of their legislative

More information

Massachusetts Department of Elementary and Secondary Education. Title I Comparability

Massachusetts Department of Elementary and Secondary Education. Title I Comparability Massachusetts Department of Elementary and Secondary Education Title I Comparability 2009-2010 Title I provides federal financial assistance to school districts to provide supplemental educational services

More information

Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ. Office of the Deputy Director General

Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ. Office of the Deputy Director General Youth Sector 5-YEAR ACTION PLAN ᒫᒨ ᒣᔅᑲᓈᐦᒉᑖ ᐤ Office of the Deputy Director General Produced by the Pedagogical Management Team Joe MacNeil, Ida Gilpin, Kim Quinn with the assisstance of John Weideman and

More information

KDE Comprehensive School. Improvement Plan. Harlan High School

KDE Comprehensive School. Improvement Plan. Harlan High School KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive

More information

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information

RtI: Changing the Role of the IAT

RtI: Changing the Role of the IAT RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1 Introductions Akron Public

More information

Systemic Improvement in the State Education Agency

Systemic Improvement in the State Education Agency Systemic Improvement in the State Education Agency A Rubric-Based Tool to Develop Implement the State Systemic Improvement Plan (SSIP) Achieve an Integrated Approach to Serving All Students Continuously

More information

$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT. &valuation *nstrument adopted +VOF

$0/5&/5 '$*-*5503 %5 /-:45 */4536$5*0/- 5&$)/0-0(: 41&$*-*45 EVALUATION INSTRUMENT. &valuation *nstrument adopted +VOF $0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT &valuation *nstrument adopted +VOF ROCKWOOD SCHOOL DISTRICT CONTENT FACILITATOR, DATA ANALYST, AND INSTRUCTIONAL

More information

Equitable Access Support Network. Connecting the Dots A Toolkit for Designing and Leading Equity Labs

Equitable Access Support Network. Connecting the Dots A Toolkit for Designing and Leading Equity Labs Equitable Access Support Network Connecting the Dots A Toolkit for Designing and Leading Equity Labs JUNE 2017 The (EASN) would like to acknowledge the following organizations that have supported States

More information

Lincoln School Kathmandu, Nepal

Lincoln School Kathmandu, Nepal ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view

More information

McNeese State University University of Louisiana System. GRAD Act Annual Report FY

McNeese State University University of Louisiana System. GRAD Act Annual Report FY 1 McNeese State University University of Louisiana System GRAD Act Annual Report FY 2010-2011 Submitted to the Board of Supervisors, University of Louisiana System April 1, 2011 and to the Louisiana Board

More information

Comprehensive Progress Report

Comprehensive Progress Report Brawley Middle Comprehensive Progress Report 9/30/2017 Mission: Our Vision, Mission, and Core Values Vision Brawley will aspire to be a top 10 middle school in North Carolina by inspiring innovative thinking,

More information

ASSISTANT DIRECTOR OF SCHOOLS (K 12)

ASSISTANT DIRECTOR OF SCHOOLS (K 12) Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools

More information

Financing Education In Minnesota

Financing Education In Minnesota Financing Education In Minnesota 2016-2017 Created with Tagul.com A Publication of the Minnesota House of Representatives Fiscal Analysis Department August 2016 Financing Education in Minnesota 2016-17

More information

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in

More information

NC Global-Ready Schools

NC Global-Ready Schools NC Global-Ready Schools Implementation Rubric August 2017 North Carolina Department of Public Instruction Global-Ready Schools Designation NC Global-Ready School Implementation Rubric K-12 Global competency

More information

Emerald Coast Career Institute N

Emerald Coast Career Institute N Okaloosa County School District Emerald Coast Career Institute N 2017-18 School Improvement Plan Okaloosa - 0791 - - 2017-18 SIP 500 ALABAMA ST, Crestview, FL 32536 [ no web address on file ] School Demographics

More information

Trauma Informed Child-Parent Psychotherapy (TI-CPP) Application Guidance for

Trauma Informed Child-Parent Psychotherapy (TI-CPP) Application Guidance for Trauma Informed Child-Parent Psychotherapy (TI-CPP) for Infant and Early Childhood Mental Health Professionals Wisconsin Learning Community Application Guidance for 2016-2018 Thank you for your interest

More information

Chart 5: Overview of standard C

Chart 5: Overview of standard C Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table

More information

Education: Professional Experience: Personnel leadership and management

Education: Professional Experience: Personnel leadership and management Cathie Cline, Ed.D. Education: Ed.D., Higher Education, University of Arkansas at Little Rock, December 2006. Dissertation: The Influence of Faculty-Student Interaction on Graduation Rates at Rural Two-Year

More information

Trends & Issues Report

Trends & Issues Report Trends & Issues Report prepared by David Piercy & Marilyn Clotz Key Enrollment & Demographic Trends Options Identified by the Eight Focus Groups General Themes 4J Eugene School District 4J Eugene, Oregon

More information

Freshman On-Track Toolkit

Freshman On-Track Toolkit The Network for College Success Freshman On-Track Toolkit 2nd Edition: July 2017 I Table of Contents About the Network for College Success NCS Core Values and Beliefs About the Toolkit Toolkit Organization

More information

Race to the Top (RttT) Monthly Report for US Department of Education (USED) NC RttT February 2014

Race to the Top (RttT) Monthly Report for US Department of Education (USED) NC RttT February 2014 Race to the Top (RttT) Monthly Report for US Department of Education (USED) NC RttT February 2014 Please provide information in the following areas: Activities completed this month Activities projected

More information

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in

More information

Short Term Action Plan (STAP)

Short Term Action Plan (STAP) Short Term Action Plan (STAP) 10/14/2017 1 Managing Complex Change Vision Skills Incentives Resources Action Plan Assessment Meaningful Change Skills Incentives Resources Action Plan Assessment Confusion

More information

Post-Master s Certificate in. Leadership for Higher Education

Post-Master s Certificate in. Leadership for Higher Education Post-Master s Certificate in Leadership for Higher Education Effective July 10, 2017 Post-Master s Certificate in Leadership for Higher Education This post-master s certificate program is offered in the

More information

House Finance Committee Unveils Substitute Budget Bill

House Finance Committee Unveils Substitute Budget Bill April 28, 2017 House Finance Committee Unveils Substitute Budget Bill On Tuesday, April 25, the House Finance Committee adopted a substitute version of House Bill 49, the budget bill for Fiscal Years (FY)

More information

School Balanced Scorecard 2.0 (Single Plan for Student Achievement)

School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Name: A. P. Giannini Middle School 1: Access and Equity- Make Social Justice a Reality What does this goal mean at your school?

More information

State Budget Update February 2016

State Budget Update February 2016 State Budget Update February 2016 2016-17 BUDGET TRAILER BILL SUMMARY The Budget Trailer Bill Language is the implementing statute needed to effectuate the proposals in the annual Budget Bill. The Governor

More information

MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)

MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program

More information

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO ESTABLISHING A TRAINING ACADEMY ABSTRACT Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO. 80021 In the current economic climate, the demands put upon a utility require

More information

RAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI

RAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI RAISING ACHIEVEMENT BY RAISING STANDARDS Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI Agenda Introductions Definitions History of the work Strategies Next steps Debrief

More information

University-Based Induction in Low-Performing Schools: Outcomes for North Carolina New Teacher Support Program Participants in

University-Based Induction in Low-Performing Schools: Outcomes for North Carolina New Teacher Support Program Participants in University-Based Induction in Low-Performing Schools: Outcomes for North Carolina New Teacher Support Program Participants in 2014-15 In this policy brief we assess levels of program participation and

More information

Institutional Program Evaluation Plan Training

Institutional Program Evaluation Plan Training Institutional Program Evaluation Plan Training Office of Educator Preparation March 2015 Section 1004.04, Florida Statutes, Each state-approved teacher preparation program must annually report A list of

More information

ASCD Recommendations for the Reauthorization of No Child Left Behind

ASCD Recommendations for the Reauthorization of No Child Left Behind ASCD Recommendations for the Reauthorization of No Child Left Behind The Association for Supervision and Curriculum Development (ASCD) represents 178,000 educators. Our membership is composed of teachers,

More information

Current Position Information (if applicable) Current Status: SPA (Salary Grade ) EPA New Position

Current Position Information (if applicable) Current Status: SPA (Salary Grade ) EPA New Position Form 01 The University of North Carolina Office of the President and General Administration Designation Request Form Institution: UNC Asheville Division/School/Department: Academic Affairs/Asheville Graduate

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

ELIZABETH L. HAMEL, MSW BILINGUAL ENGLISH/SPANISH

ELIZABETH L. HAMEL, MSW BILINGUAL ENGLISH/SPANISH ELIZABETH L. HAMEL, MSW BILINGUAL ENGLISH/SPANISH liz.hamel@du.edu elizhamel@gmail.com EDUCATION Master of Social Work University of Denver Graduate School of Social Work (GSSW), Denver, CO Leadership

More information

LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS

LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS Foreword It is with pleasure that I introduce CECV Languages Speak Up!,

More information

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes

More information

Higher Education Review of University of Hertfordshire

Higher Education Review of University of Hertfordshire Higher Education Review of University of Hertfordshire December 2015 Contents About this review... 1 Key findings... 2 QAA's judgements about the University of Hertfordshire... 2 Good practice... 2 Affirmation

More information

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable

More information

Superintendent s 100 Day Entry Plan Review

Superintendent s 100 Day Entry Plan Review Superintendent s 100 Day Entry Plan Review January 10, 2012 Thelma Meléndez de Santa Ana, Ph.D. Superintendent 2 The 100-Day Entry Plan Roll-Out What We ll Cover Reflections & Observations on Our Aha!

More information

Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education

Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the

More information

Getting Results Continuous Improvement Plan

Getting Results Continuous Improvement Plan Page of 9 9/9/0 Department of Education Market Street Harrisburg, PA 76-0 Getting Results Continuous Improvement Plan 0-0 Principal Name: Ms. Sharon Williams School Name: AGORA CYBER CS District Name:

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children

Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children 2008 2009 Accepted by the Board of Directors October 31, 2008 Introduction CHADD (Children and Adults

More information

District English Language Learners (ELL) Plan

District English Language Learners (ELL) Plan 2016-2019 District English Language Learners (ELL) Plan Contact Person: Ms. Sheila Labissiere LEA: _FAMU Developmental Research School_ Email: Sheila.Labissiere@famu.edu Phone: 850-412-5821 or 850-412-5930

More information

Connecting to the Big Picture: An Orientation to GEAR UP

Connecting to the Big Picture: An Orientation to GEAR UP Connecting to the Big Picture: An Orientation to GEAR UP About the National Council for Community and Education Partnerships (NCCEP) Our mission is to build the capacity of communities to ensure that underserved

More information

AIS KUWAIT. School Improvement Plan (SIP)

AIS KUWAIT. School Improvement Plan (SIP) AIS KUWAIT School Improvement (SIP) Student Performance Objective #1: By, AIS students will be more competent in mathematics. 2 2 016 04 25 updated by AIS SIP Committee SP1 Goal #1: The AIS curriculum

More information

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5 GOAL 1: Professional Development Arlington Elementary School will implement an effective, cohesive and sustainable professional development model that maximizes the conditions of learning for all students.

More information

Davidson College Library Strategic Plan

Davidson College Library Strategic Plan Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the

More information

Running Head GAPSS PART A 1

Running Head GAPSS PART A 1 Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2

More information

NC Education Oversight Committee Meeting

NC Education Oversight Committee Meeting NC Education Oversight Committee Meeting November 7, 2017 Nathan Currie, Superintendent Bridget Phifer, NCCA Board Chair Agenda School Demographics Achievements & Improvements Critical Needs Q&A Mission

More information

Augusta University MPA Program Diversity and Cultural Competency Plan. Section One: Description of the Plan

Augusta University MPA Program Diversity and Cultural Competency Plan. Section One: Description of the Plan Augusta University MPA Program Diversity and Cultural Competency Plan Section One: Description of the Plan Over the past 20 years, the United States has gone through tremendous changes. Those changes include

More information

Testing Schedule. Explained

Testing Schedule. Explained 2014 2015 Testing Schedule Explained Jennifer Dugan Leading for educational excellence and equity. Every day for every one. Agenda Requirements and implementation of legislation Testing schedule for 2014

More information

Creating Collaborative Partnerships: The Success Stories and Challenges

Creating Collaborative Partnerships: The Success Stories and Challenges Creating Collaborative Partnerships: The Success Stories and Challenges Community College Center of Excellence Building a World Class Workforce Through Community College Partnerships Cari Mallory National

More information

Math Pathways Task Force Recommendations February Background

Math Pathways Task Force Recommendations February Background Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.

More information

Executive Summary. DoDEA Virtual High School

Executive Summary. DoDEA Virtual High School New York/Virginia/Puerto Rico District Dr. Terri L. Marshall, Principal 3308 John Quick Rd Quantico, VA 22134-1752 Document Generated On February 25, 2015 TABLE OF CONTENTS Introduction 1 Description of

More information

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16 SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS

More information

Massachusetts Juvenile Justice Education Case Study Results

Massachusetts Juvenile Justice Education Case Study Results Massachusetts Juvenile Justice Education Case Study Results Principal Investigator: Thomas G. Blomberg Dean and Sheldon L. Messinger Professor of Criminology and Criminal Justice Prepared by: George Pesta

More information